Search results

The purpose of this multi-voiced paper is to propose a prosocial paradigm for the field of performance management and management control systems. This new paradigm suggests cultivating prosocial behaviour and prosocial groups in organizations to simultaneously achieve the objectives of economic performance and sustainability.

The authors share a common concern about the future of humanity and nature. They challenge the influential assumption of economic man from neoclassical economic theory and build on evolutionary science and the core design principles of prosocial groups to develop a prosocial paradigm.

Findings are based on the premise of the prosocial paradigm that self-interested behaviour may outperform prosocial behaviour within a group but that prosocial groups outperform groups dominated by self-interest. The authors explore various dimensions of performance management from the prosocial perspective in the private and public sectors.

The authors call for theoretical, conceptual and empirical research that explores the prosocial paradigm. They invite any approach, including positivist, interpretive and critical research, as well as those using qualitative, quantitative and interventionist methods.

This paper offers implications from the prosocial paradigm for practitioners, particularly for executives and managers, policymakers and educators.

Adoption of the prosocial paradigm in research and practice shapes what the authors call the prosocial market economy. This is an aspired cultural evolution that functions with market competition yet systematically strengthens prosociality as a cultural norm in organizations, markets and society at large.

As educators seek ways to enhance student motivation and improve achievement, promising advances are being made in adaptive approaches to instruction. Learning technologies are emerging that promote a high level of personalization of the learning experience. One type of personalization is context personalization, in which instruction is presented in the context of learners’ individual interests in areas like sports, music, and video games. Personalized contexts may elicit situational interest, which can in turn spur motivational and metacognitive states like positive affect and focused attention. Personalized contexts may also allow for concepts to become grounded in prior knowledge by fostering connections to everyday activity. In this Chapter, we discuss the theoretical, design, and implementation issues to consider when creating interventions that utilize context personalization to enhance motivation.

First, we provide an overview of context personalization as an instructional principle and outline the emerging evidence that personalization can enhance motivation and improve achievement. We then discuss the theory hypothesized to account for the effectiveness of context personalization and discuss the approaches to personalization interventions. We close by discussing some of the practical issues to consider when bridging the design and implementation of personalization interventions. Throughout the paper, we anchor our discussion to our own research which focuses on the use of context personalization in middle and high school mathematics.

The theoretical mechanisms through which context personalization enhances learning may include (1) eliciting positive affective reactions to the instruction, (2) fostering feelings of value for the instructional content through connections to valued personal interests, or (3) drawing upon prior funds of knowledge of the topic. We provide hypotheses for the relatedness of context personalization to triggering and maintaining situational interest, and explore potential drawbacks of personalization, considering research on seductive details, desirable difficulties, and authenticity of connections to prior knowledge. We further examine four approaches to personalized learning – “fill-in-the-blank” personalization, matching instruction to individual topic interests, group-level personalization, and utility-value interventions. These approaches vary in terms of the depth of the personalization – whether simple, shallow connections are made to interest topics, or deep, meaningful connections are made to learners’ actual experiences. The consideration of depth also interacts with grain size – whether content is personalized based on the broader interests of a group, or the individual experiences of a particular learner. And finally, personalization interventions can have different levels of ownership – an instructor can generate the personalized connections, the connections can be made by the curriculum designers, or learners can take an active role in personalizing their own learning. Finally, we discuss the practical implementation issues when bringing context personalization interventions into K-12 classrooms. Personalization can be logistically difficult to implement, given that learners hold a diverse array of interests, and may experience each of those interests differently. In addition, particular types of instructional content may show greater sensitivity when personalization is implemented, and personalization may be most helpful for learners with certain background characteristics.

Realizing the promise of personalized learning is an unsolved problem in education whose solution becomes ever more critical as we confront a new digital age. Context personalization has the potential to bring together several well-established strands of research on improving student learning – research on the development of interest, funds of knowledge, and utility value – into one powerful intervention.

The purpose of this paper is to define and describe the mentoring mindset in a protégé. The central research question was: What constitutes a mentoring mindset in a protégé who is poised to receive maximum benefits from a mentoring relationship, as described by the mentor?

A phenomenological approach was used to conduct this study. Interviews were conducted with veteran school principals who were trained mentors, assigned and paired with newly appointed principals for a year of mentoring. The identification of the phenomenon of the mentoring mindset of the protégé was derived from the mentors’ perspectives of their protégés’ behaviors, dispositions, attitudes, and competencies, as they were conveyed in the research interviews.

A definition of the protégé's mentoring mindset was created after analysis of the interview data, and indicators of the presence and absence of the mindset were formulated into a Protégé Mentoring Mindset Framework that provides information on protégé competencies. The protégé with a mentoring mindset takes initiative, possesses a learning orientation, has a goal orientation, is relational and reflective. Conversely, the protégé who does not have a mentoring mindset lacks initiative, lacks a learning orientation, a goal orientation, and is not relational or reflective.

One limitation of the study is that it only gathered the perceptions of the mentor, but the protégé is the one being described. This, however, is consistent with other studies of protégé competencies. The study was conducted with a specific population (school principals) in a southern state of the USA. Hence, it cannot be assumed to be generalizable to other populations or fields of study. Replication of this research in other settings is suggested, so that the Framework can be further affirmed, disconfirmed, or augmented. Implications of this research could be that the Mentoring Mindset Framework can be used for considering the varied competencies of the protégé, and can be used in both mentor and protégé training.

To this researcher's knowledge, there has not been a Protégé Mentoring Mindset Framework of competencies created in mentoring research.

Klockars et al. use scenario methodology to measure perceived seriousness, level of discipline warranted, and willingness to report fellow officers engaged in various negative behaviors. These data are used to characterize the occupational culture of integrity in a given agency, relative to other agencies. What remains unclear is whether these agency-level findings mask important meso- and micro-level variation in the data (i.e. at the precinct/district and officer levels) that may contribute to a more complete understanding of an agency’s culture of integrity. The paper aims to discuss these issues.

This study replicates and extends Klockars et al.’s work using data from a survey administered to 499 Philadelphia police officers, with the goal of both validating their methodological approach and exploring the need for multi-level theory in the study of police integrity. In addition to comparing the results from Philadelphia to those obtained by Klockars et al., the authors test for differences across officer demographics, and explore variance in the willingness to report various behaviors at both the officer- and district-levels.

Results indicate that bivariate relationships between officer-level demographics and willingness to report fellow officers are negated when controlling for theoretically relevant attitudinal variables such as cynicism and, consistent with Klockars et al., perceived seriousness of the underlying behavior. In addition, there is significant district-level variation in the average willingness to report fellow officers, and this variation can be explained by both organizational and environmental variables. On balance, the findings provide support for a multi-level approach to the study of police integrity.

While the Klockars et al. approach addresses macro-level variation in police integrity, this study contributes important findings at the meso- and micro-levels.

This paper aims to propose a unified framework for understanding the development and distribution of value within and from enterprise and entrepreneurship education. In doing so, the authors trace the origins of value creation pedagogy back 100 years and reconnect this lost literature to contemporary thinking as to what constitutes value creation pedagogy.

This conceptual paper identifies specific temporal-specific problems with current thinking in enterprise and entrepreneurship education vis-à-vis who gains the value from value creation pedagogies. To address this identified anomaly, the authors seek to develop a spectrum of value-creating activities/processes applicable to enterprise and entrepreneurship education. The underlying aim of this approach is to provide clarity around who specifically benefits from value creation pedagogies, how and when.

In developing a spectrum of value-creating activities/processes applicable to enterprise and entrepreneurship education, the authors have successfully located all major forms of value creation pedagogies in an iterative manner that caters to the authentic development of value for oneself and others. The proposed model assumes that the creation of authentic value for others should be preceded by the development of specific capabilities in the value creators.

There are important implications that arise for all enterprise and entrepreneurship educators in the discussions presented here. Most importantly, value creation pedagogies should be fueled by the ongoing development of purpose, agency and capability via cultivated reflection.

This paper broadens the notion of what constitutes value creation pedagogy in enterprise and entrepreneurship education. In doing so, the authors elevate the importance of student creative competency development over value creation.

Relying on a moral development theoretical framework, the purpose of this paper is to argue that the perceived seriousness of a particular behavior is a reflection of one’s broader attitudes toward ethical behaviors. Attitudes toward ethical behavior should provide both an elaborated explanation for the relationship between the perceived seriousness of a behavior and the likelihood of reporting a fellow officer for that behavior, as well as an alternative approach to the measurement and assessment of police integrity outcomes.

Using data from a sample of 499 Philadelphia police officers, the current study uses a modified fifteen item ethics scale first developed by Hyams (1990) and used by others, in order to examine its relation to integrity outcomes. The paper provides a full descriptive and measurement analysis of the scale and then explores its utility in understanding integrity outcomes through a variety of hypothetical scenarios.

While the perceived seriousness of a behavior is strongly predictive of the likelihood of reporting a fellow officer who engages in that behavior, the findings suggest that seriousness may be a proxy for attitudes toward ethical behaviors.

While Klockars et al.’s approach to the measurement of police integrity has been an important contribution to integrity research, other measures of police integrity such as attitudes toward ethical behavior are also useful as they move us conceptually from assessing attitudes toward ethical behavior to their antecedents – the strength of underlying value premises shaping subsequent attitudes.

This study aims to present a new web page recommendation system that can help users to reduce navigational time on the internet.

The proposed design is based on the primacy effect of browsing behavior, that users prefer top ranking items in search results. This approach is intuitive and requires no training data at all.

A user study showed that users are more satisfied with the proposed search methods than with general search engines using hot keywords. Moreover, two performance measures confirmed that the proposed search methods out‐perform other metasearch and search engines.

The research has limitations and future work is planned along several directions. First, the search methods implemented are primarily based on the keyword match between the contents of web pages and the user query items. Using the semantic web to recommend concepts and items relevant to the user query might be very helpful in finding the exact contents that users want, particularly when the users do not have enough knowledge about the domains in which they are searching. Second, offering a mechanism that groups search results to improve the way search results are segmented and displayed also assists users to locate the contents they need. Finally, more user feedback is needed to fine‐tune the search parameters including α and β to improve the performance.

The proposed model can be used to improve the search performance of any search engine.

First, compared with the democratic voting procedure used by metasearch engines, search engine vector voting (SVV) enables a specific combination of search parameters, denoted as α and β, to be applied to a voted search engine, so that users can either narrow or expand their search results to meet their search preferences. Second, unlike page quality analysis, the hyperlink prediction (HLP) determines qualified pages by simply measuring their user behavior function (UBF) values, and thus takes less computing power. Finally, the advantages of HLP over statistical analysis are that it does not need training data, and it can target both multi‐site and site‐specific analysis.